美国中小学对注意缺陷多动障碍学生的循证干预及启示  

Evidence-Based School Intervention for Children With Attention Deficit Hyperactivity Disorder in America and Its Implications

作　　者：金颖 曾盼盼[1] JIN Ying;ZENG Panpan(College of Ideology,Politics and Moral Education,Beijing Institute of Education,Beijing 100120)

机构地区：[1]北京教育学院思想政治教育与德育学院,北京100120

出　　处：《现代特殊教育》2022年第4期55-62,共8页Modern Special Education

摘　　要：近年来,注意缺陷多动障碍因逐年升高的发病率和学校干预的专业性、复杂性成为我国中小学融合教育关注的热点和难点。美国对注意缺陷多动障碍学生的学校干预有着丰富的循证实践研究经验。基于美国中小学对注意缺陷多动障碍学生接受学校干预的现状、三级水平的循证干预体系、学生常见问题的社会心理治疗方法及效果等内容的介绍,建议我国中小学融合教育建构分级、分类的学校干预体系,探索“医疗-学校-家庭”协作干预模式,加强注意缺陷多动障碍学生学校干预的循证研究与实践转化。Recently, attention deficit hyperactivity disorder(ADHD) becomes the hotspot and difficulty of inclusive education f primary and secondary schools in China due to the increasing incidence and the specialization and complexity of school intervention. America has rich experience in evidence-based practice researches on school intervention for ADHD students. Based on the introduction to the status quo of school intervention for ADHD students in primary and secondary schools in America, the three-level evidence-based intervention system, and the methods and effects of social psychological treatment for common problems of students, inclusive education of primary and secondary schools in China should construct a graded and classified school intervention system, explore the mode of “medical-school-family” collaborative intervention, and strengthen evidence-based research and practice transformation of school intervention for ADHD students.

关 键 词：美国 注意缺陷多动障碍 学校干预 循证 

分 类 号：R748[医药卫生—神经病学与精神病学]